Education and skills EWA (, December 2015) Montserrat Gomendio Deputy Director for Education and Skills 1
Some 70 % of 4-year-olds are enrolled in pre-primary education Chart C2.1. Enrolment rates at age 3 and 4 in early childhood education (2013) % 100 Enrolment rates at age 3 in early childhood educational programmes (ISC 01) Enrolment rates at age 3 in pre-primary education (ISC 02) Enrolment rates at age 4 (ISC 02 +ISC 1) 90 80 70 60 50 40 30 20 10 0 Israel France Belgium United Kingdom New Zealand Iceland Korea Slovenia Latvia Japan EU21 average Portugal Hungary Russian Federation OECD average Luxembourg Austria Ireland Chile Mexico Indonesia Colombia Brazil Turkey Switzerland Saudi Arabia
3 Poverty isn t destiny PISA performance by decile of social background Mexico Chile Greece Iceland Israel Luxembourg Ireland United Kingdom Hungary Canada Austria Turkey Liechtenstein Portugal Slovenia New Zealand France Switzerland Belgium Japan Macao-China Hong Kong-China Korea Singapore Chinese Taipei Shanghai-China 300 325 350 375 400 425 450 475 500 525 550 575 600 625 650 675 Source: PISA 2012
Expenditure per primary, secondary and post-secondary nontertiary student increased by at least 20% in most countries between 2005 and 2012 Chart B1.4.P,S,PS Annual expenditure per student by educational institutions in 2012 related to change since 2005. Primary, secondary, and post-secondary non-tertiary education Annual expenditure per student (2012, USD) Primary, secondary, and post-secondary non-tertiary education 16 000 15 000 14 000 13 000 12 000 11 000 10 000 9 000 8 000 7 000 6 000 5 000 4 000 3 000 2 000 1 000 HUN ITA ISL UKM FRA ESP USA NOR SVN SWE NLD JPN MEX CHE FIN BEL CAN POR OECD average AUS IRE EST CZE ISR KOR CHL TUR SVK POL OECD average RUS R² = 0.2984 0-20 -10 0 10 20 30 40 50 60 70 80 Change in expenditure per student between 2005 and 2012 (%)
New lower secondary teachers with the typical qualifications earn, on average, USD 31 013. At the top of scale and maximum qualifications they earn, on average, USD 53 786 Chart D3.2. Annual statutory salaries of lower secondary teachers in public institutions, in equivalent USD converted using PPPs at different points in their careers (2013) Equivalent USD converted using PPPs 140 000 Starting salary/typical qualifications Salary after 15 years of experience/typical qualifications Salary at top of scale/maximum qualifications 120 000 100 000 80 000 60 000 40 000 20 000 0 Luxembourg Canada Ireland Belgium (Fl.) Austria Belgium (Fr.) OECD average Portugal France New Zealand Korea2 England Japan Scotland Turkey Iceland Slovenia Mexico Israel Greece Chile Colombia Hungary
More people have benefited from education than ever before Chart A1.2. Percentage of younger and older tertiary-educated adults (2014) % 70 Proportion of the 25-34 year-old population with tertiary education Proportion of the 55-64 year-old population with tertiary education 60 50 40 30 20 10 0 South Africa Indonesia Brazil China Costa Rica Mexico Turkey Saudi Arabia Chile Colombia Portugal Hungary Slovenia Austria Greece EU21 average Latvia New Zealand Iceland OECD average France Belgium Switzerland Israel United Kingdom Ireland Lithuania Luxembourg Canada Russian Federation Korea
The employment benefit of tertiary education is significant, but not in all countries Chart A5.1. Unemployment rates, by educational attainment (2014) 45 % Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary 40 35 30 25 20 15 10 5 0 Greece Lithuania Latvia Ireland Hungary EU21 average Slovenia Portugal Belgium France1 OECD average Russian Federation1 Austria Canada Switzerland Turkey United Kingdom2 Luxembourg Israel Costa Rica Colombia New Zealand Chile1 Iceland Brazil1 Mexico Korea
Adults completing tertiary education benefit from substantial returns on their investment Chart A7.1 Private net financial returns for adults attaining tertiary education (2011) Men Women 600 000 500 000 400 000 300 000 200 000 100 000 0 Chile Hungary United Kingdom Slovenia Portugal Austria OECD average EU21 average Canada Israel New Zealand Korea
The public benefit for a man attaining tertiary education is higher than that for a woman Chart A7.3 Public net financial returns for adults attaining tertiary education (2011) 300 000 Men Women 250 000 200 000 150 000 100 000 50 000 0-50 000 Hungary Slovenia Portugal Austria United Kingdom EU21 average Chile OECD average Israel Canada Switzerland New Zealand Korea
Skills of adults Literacy 5 th 25 th Mean and.95 confidence interval for mean 75 th 95 th Japan Flanders (Belgium) Russian Federation³ Canada Average Korea England/N. Ireland (UK) Austria Ireland France 100 150 200 250 300 350 400 Score
Literacy skills in younger and older generations Average 55-65 year-olds UK USA Average 16-24 year-olds France KOREA 240 245 250 255 260 265 270 275 280 285 290 295 300 Score
Percentage of adults in level 4/5 literacy proficiency by level of education % Below upper secondary educaqon Upper secondary or post-secondary non-terqary educaqon TerQary educaqon 40 35 30 25 20 15 10 5 0 Japan Flanders (Belgium) England/N. Ireland (UK) Average Canada Austria Ireland France Korea Russian FederaQon*
Mean mathematics performance, by school location, after accounting for socio-economic status 13 Teachers' perceptions of the value of teaching Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society 100 90 80 Percentage of teachers 70 60 50 40 30 20 10 0 Malaysia Singapore Korea Abu Dhabi (UAE) Mexico Alberta (Canada) Flanders (Belgium) England (UK) Romania Israel Chile Average Japan Latvia Serbia Bulgaria Iceland Brazil Portugal Croatia France
14 Mean mathematics performance, by school location, after accounting for socio-economic status Teachers' satisfaction with their working environment Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements Average 0 10 20 30 40 50 60 70 80 90 100 All in all, I am satisfied with my job 89 91 I enjoy working at this school 91 90 I would recommend my school as a good place to work 85 84
15 Behavioral Mean mathematics issues performance, equate by to school lower location, job after satisfaction, accounting for socio-economic status class size doesn t Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of students with behavioural problems Fig II.3.3 Average Average 13.0 13.0 Teacher job satisfaction (level) 12.5 12.0 11.5 11.0 Teacher job satisfaction (level) 12.5 12.0 11.5 11.0 10.5 10.5 10.0 10.0 15 or less 16-20 21-25 26-30 Class size (number of students) 31-35 36 or more None 1% to 10% 11% to 30% Students with behavioural problems 31% or more
Mean mathematics performance, by school location, after accounting for socio-economic status 16 Teachers' beliefs about teaching and learning Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that: Average My role as a teacher is to facilitate students' own inquiry Students should be allowed to think of solutions to practical problems themselves before the teacher shows them how they are solved Thinking and reasoning processes are more important than specific curriculum content Students learn best by finding solutions to problems on their own 0 10 20 30 40 50 60 70 80 90 100
Mean mathematics performance, by school location, after accounting for socio-economic status 17 Teaching practices Fig II.3.3 Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons" Average Present a summary of recently learned content Check students' exercise books or homework Refer to a problem from everyday life or work to demonstrate why new knowledge is useful Let students practice similar tasks until teacher knows that every student has understood the subject matter Students work in small groups to come up with a joint solution to a problem or task Give different work to the students who have difficulties learning and/or to those who can advance faster Students use ICT for projects or class work Students work on projects that require at least one week to complete 0 20 40 60 80 100
Mean mathematics performance, by school location, after accounting for socio-economic status 18 Teacher Self-Efficacy and Professional Collaboration Fig II.3.3 13.40 13.20 13.00 Teach jointly as a team in the same class Teacher self-efficacy (level) 12.80 12.60 12.40 12.20 12.00 11.80 11.60 Observe other teachers classes and provide feedback Engage in joint activities across different classes Take part in collaborative professional learning 11.40 Less frequently Never Once a year or less 2-4 times a year 5-10 times a year 1-3 times a month Once a week or more More frequently
Teacher co-operation Percentage of lower secondary teachers who report doing the following activities at least once per month 100 90 80 Exchange and co-ordination Average Alberta (Canada) Professional collaboration 70 60 50 40 30 20 10 0 Discuss individual students Share resources Team conferences Collaborate for common standards Team teaching Collaborative PD Joint activities Classroom observations Percentage of teachers
Test scores of teachers and graduates (numeracy) Japan Flanders (Belgium) Austria France Northern Ireland (UK) England/N. Ireland (UK) England (UK) Korea Ireland Canada Middle half of the numeracy skill distribution of graduates (16-65 years) Numeracy skills of teachers 230 250 270 290 310 330 350 PIAAC test scores (numeracy)
Thank you Find out more about our work at www.oecd.org All publica7ons The complete micro-level database Email: Montserrat.GOMENDIO@oecd.org 21